PANGASINAN STATE UNIVERISTY

BAYAMBANG CAMPUS
Bayambang, Pangasinan

Theme Teaching Araling Panlipunan in the Intermediate Grades

Topic  Definition of Approach, Strategy and Technique
 Approaches and Methods in Teaching Araling
Panlipunan in the Intermediate Grades
Resource Members:
Person Asto, Christine Joy
Austria, Maria Catherine
Bugarin, Justine
Diso, Rolloyd
Junio, Angelica Marie
Galverio, Dezel Ann
Germono, Guadalyn
Magno, Michael
Matusa, Maria Jessa Mae
Mendoza, Vilma
Paras, John Philip
Training Hours One and a half hour (Time: 01:00-02:30 PM)
Overview Deep sighs and disturbing yawns- these responses are often
reflected to the majority of students’ faces whenever they are learning
topics under Araling Panlipunan subject. According to an article
published at Press Reader (2017), “it’s a sad reality that most students
find the Araling Panlipunan or Social Studies subject as a boring one.
Primarily, this is because the subject is dealing with history, economics
and politics and even of government, constitution and society .” Prior to
the mentioned concern, this session plan aims to help pre-service
teachers master the approaches and methods in teaching Araling
Panlipunan in the Intermediate Grades to reverse this occurrence.
As anchored on the K-12 curriculum, the following are the six
approaches utilized in teaching the said subject: Constructive,
collaborative, experiential and contextualized learning, thematic,
conceptual and integrative approach respectively (Corpuz and
Salandalan, 2015). In addition, in order to have a meaningful, active,
value-based, integrative and challenging discussion, incorporating
specific methods and techniques are highly recommended: Tri-
question, moral dilemma and lesson Indigenization (Corpuz and
Salnadalan, 2015). Furthermore, the strategies can be either
individualized instructions or group instructions as long as it is helpful
to meet lecture objectives (Bartolome, 2013). However, before
learning the mentioned approaches and methods, pre-service teachers
must have a firm foundation in knowing the difference between the
following terms: approach, strategy and technique respectively. Once
these two steps are practiced in the teaching-learning process, the
primary aim stated in the K-12 DepEd Araling Panlipunan curriculum
guide (2016) which is to “... makalinang ng kabataan na may tiyak na
pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng
lipunan, bansa at daigdig” will be achieved.
The lesson that will be presented is divided into three lectures:
(1) Eeny, meeny, miny moe: Knowing the difference between
approach, strategy and technique, (2) Remember me: Approaches in
teaching Araling Panlipunan and (3) Sugar spice and everything nice:
learning specific methods and techniques . On the process of acquiring
the aforementioned contents, activities and assessments will be
prepared and given for the participants to have a more interactive
learning.
Targets/ At the end of one-hour and a half session, the participants shall have:
Objectives 1. Differentiated the commonly misunderstood interrelated terms:
approach, strategy and technique respectively through set of
examples.
2. Familiarized oneself with the existing approaches and methods in
teaching Araling Panlipunan in the Intermediate Grades anchored on
the present curriculum- K to 12.
3. Appreciated the importance of exploring simultaneously learning
various strategies that will be helpful in the teaching-learning process.
4. Selected and justified the most appropriate approach, strategy and
technique based on given specific situations.
5. Formulated an action plan that is centered on the theme “My
preparations to become a competent teacher teaching Araling
Panlipunan in the Intermediate Grades”.
Content Activate
Outline Title: Jumbled scrambled
1. The participant will be group into four (4). Each group has one
representative who will explain why they came up with that answer.
Likewise every group will be allowed to use their group chat in
messenger to come up with a brainstorming for their answer.
2. For 3-5 minutes, presenters will show words that consist of
Approach, Strategy and Method but it is SCRAMBLED.
*Each word bears an equivalent of 1 point, a total of 3 points for the
items but in case of tie, two clincher rounds will be presented that
sums up to 5 points.
TASK: (Think-Group- Share) Unscrambled these words by
identifying them through their meanings and later on share to the
class what is the difference between an approach, method and
strategy.
APPROACH
RLEIENIAXTEP NDA LTAENIOZTEXUDC NRNEIGLA-
- It is learning beginning with experience and ending in
experience. It is rooted in human experience; meaning the
context of learning is experience itself.
(Experiential and contextualized learning)

STRATEGY
OREL NYIAPGL
- Is used to provide the participants with the opportunity to
“feel” the situation rather than merely intellectualize about
it.
(Role Playing)
METHOD/TECHNIQUE
SNLSEO IOIIIEGNDZNTGA
- Concepts are explained using thought patterns, materials of
indigenous communities.
(Lesson Indigenization)

ACQUIRE: The facilitators will prepare lecture discussion through

Powerpoint presentation with interactive games and activities to
observe a student-centered learning. (5 minutes for lecture 1, 15
minutes for Lecture 2 and 10 minutes for lecture 2, a total of 30
minutes for the delivery of topic)

Lecture 1 Eeny, meeny, miny moe: Knowing the Difference between

approach, strategy and technique

Lecture 2 Remember Me: Approaches in Teaching Araling Panlipunan

Lecture 3 Sugar Spice and Everything Nice: Learning Specific

Methods and Techniques

*Group Activity: CROSSWORDECODE

1. The same groupings will be observed.
2. Using the Across and Down clues, write the correct words in the
numbered grid.

ACROSS
2. Students come to class with entry knowledge and skills.
4. A process of learning that begins with experience and ends with
experience.
6. It involves the process of concept formation.
8. A person is torn between two actions.
9. These questions are being asked what happened? why did it
happen, what are the consequences?
10. Connected to real life experience.
12. Students will act as if they are in a community, global, religious, or
global organization meeting.
13 A narrative work that builds on the students' knowledge and
experience through an active and meaningful dialogue.
14. The purpose of this is to arrange the flow of a story.
15. Create a sentence based on your personal perspective on the
subject matter and back it up with evidence.

DOWN
1. To learn better with others.
3. This concept is explained using thought patterns.
5. A learning that has a theme and is accompanied by focus questions.
6. It involves the process of concept formation.
7. Teaching and learning are more meaningful if it’s connected to the
other disciplines.
11. Everyone in the group has a responsibility to participate and
support each other, regardless of their strength level.
 1. THEMATIC
2. CONCEPTUAL APPROACH
3. LESSON INDIGENIZATION
4. TRI-QUESTION
5. TRANSDISCIPLINARY
6. COLLABORATIVE
7. EXPERENTIAL
8. INTEGRATIVE
9. MORAL DILEMMA
10. CONSTRUCTIVIST
11. LEARNING TOGETHER
12. MOCK MEETING
13. STORY LINE
14. STORY BOARD
15. VIEWPOINT

*Individual Activity: Create your own TPACK Model

PK
PK
CK PK CK
CK
TK
TK TK

1. Every participant must create their own TPACK as pre-service

teachers soon to teach Araling Panlipunan in Intermediate grades.

2. In 5-7 sentences, explain how their TPACK Model looks like and how
they are you going to balance it by identifying at least 2 strategies
(based on the discussed lecture) they will use to enhance the
knowledge area you think needed improvement.

3. For 3-5 minutes, every participant must be done with the activity as
two participants from the class will be chosen by a randomizer
application and will be tasked to share their work.

APPLY: SITUATION ANALYSIS

1. For 3-5 minutes, each group leader will present their group activity
and share some of the lessons that they have learned during their
activity.

TASK: Give and share the best approach, strategy and methods for
the given situations.

2. The participants will be grouped into four (4) and they will be given
15 minutes to finish their activity.

3. Each group will have 3 different situations in a classroom and they

will give the best approach, strategy and method that they think is
appropriate for the given situation.

4. The participants are allowed to use their messenger for their

discussion and brainstorming and the leader will present their answer
in the MS teams.
 SITUATION 1:
Mr. Cruz gave his students a group project about making a 3D model
of the globe and the leader of each group will present their output in
front of the class.
(Collaborative Approach)

SITUATION 2 :
In the Grade 3 Macopa class, Mr. Juarez is currently discussing about
their topic "Ang mga Ninuno ng mga Pilipino" but he noticed that his
students are having a hard time in understanding their lesson.
(Lesson Indigenization)

SITUATION 3:
Their class starts at 2 o’clock in the afternoon and end at 3
o’clock in the afternoon. At the middle of their discussion Mr. Juarez
noticed that his students are sleepy and bored. What do you think Mr.
Juarez will use as a strategy in his students situation?
(Answer may vary)

Target 1. Determine the relationship between the following terms: approach,

Activities methods/techniques and strategies.
2. Identify the six (6) approaches, three (3) methods and techniques
and at least (3) common strategies in teaching A.P in grades 4-6.
3. Reflect on the reasons prior to the need of a continuous study of
learning strategies in teaching A.P in the intermediate grades.
4. Explain ones output in selecting the most appropriate approach,
strategy and technique in a given situation.
5. Complete the KWHL chart in accordance to what they have learned
and afterwards, create a simple action plan based on the previous
output.
Target 1. Think-Group-Share
Deliverables 2. PowerPoint Discussion (Oral Recitation) and crosswordecode puzzle
3. Modified Guinto’s Activity (2021) entitled: “Creating your Own
TPACK Model)
4. Situation Analysis
5. KWHL Chart and Action Plan
Assessment
Group Activity: KWHL Chart
1. For 3-5 minutes, each group leader will present their group activity
about the Approaches, Strategies and Techniques in teaching Araling
Panlipunan in Intermediate Grade.

TASK: How important is it to know the proper Approach, Strategy

and Techniques that you will use in teaching.

2. Students will be grouped into four (4) to fill out the KWLH chart of
different Approach, Strategy and Techniques in Teaching Araling
Panlipunan in Intermediate Grade.

HOW
KNOW WHAT LEARNED (to learn
(to know) more)
Approach
Strategy
Technique

A 10-minute discussion /brainstorming will be given to the participants

 to collaborate and share with their groupmates.

*Extended Activity(Individual): Lights, Camera, Action … Plan

1. Based from the derived output in the KWHL Chart, Create a simple
action plan by using the format below:

WHO WHEN TO
MY
NEEDS TO WHEN TO EXPECT RESOURCES
SPECIFIC
BE ON THE START THE NEEDED
PLAN
REFERENCES: TEAM RESULT

Book
 Corpuz, B.B. and Salandalan,G.G. (2015). Principles of teaching with TLE 2.
Quezon City: Lorimar Publishing, Inc. pp. 165-169.

Internet
 K to 12 Araling Panlipunan Gabay Pangkurikulum (2016 ). K to12 gabay
pangkurikulum Araling Panlipunan baitang 1 –10. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf
 Bartolome, M.A. (2013). Mga estratehiya sa pagtuturo ng Araling Panlipunan.
Retrieved from https://www.slideshare.net/sidapa/mga-estratehiya-sa-
pagtuturo-ng- araling-panlipunan
 Press Reader. (2017). Making the teaching of Araling Panlipunan interesting.
Retrieved from https://www.pressreader.com/philippines/sunstar-
pampanga/20170331/281655369915405

Study guide
 Guinto, V. (2020). Module 5: Theories and principles in the use and design of
technology-driven lessons. pp.3-4.

Submitted By:

Members:
Asto, Christine Joy
Austria, Maria Catherine
Bugarin, Justine
Diso, Rolloyd
Junio, Angelica Marie
Galverio, Dezel Ann
Germono, Guadalyn
Magno, Michael
Matusa, Maria Jessa Mae
Mendoza, Vilma
Paras, John Philip